Bhute, V. J., & Player, E., & Chadha, D. (2023, June), Motivation and Evidence for Screen Reader Accessible Website as an Effective and Inclusive Delivery Method for Course Content in Higher Education  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43941

\bibitem{asee_peer_43941}
  Bhute, V. J., \& Player, E., \& Chadha, D. (2023, June), \emph{Motivation and Evidence for Screen Reader Accessible Website as an Effective and Inclusive Delivery Method for Course Content in Higher Education}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43941

Vijesh J. Bhute, Ellen Player, and Deesha Chadha.  "Motivation and Evidence for Screen Reader Accessible Website as an Effective and Inclusive Delivery Method for Course Content in Higher Education".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43941 Internet.  15 May, 2024

\bibitem{asee_peer_43941}
  Vijesh J. Bhute, Ellen Player, and Deesha Chadha.
  "Motivation and Evidence for Screen Reader Accessible Website as an Effective and Inclusive Delivery Method for Course Content in Higher Education".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43941 Internet.  15 May, 2024

@INPROCEEDINGS{asee_peer_43941
author = "Vijesh J. Bhute, Ellen Player, and Deesha Chadha"
title = "Motivation and Evidence for Screen Reader Accessible Website as an Effective and Inclusive Delivery Method for Course Content in Higher Education"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43941}
number = {10.18260/1-2--43941}
}

TY  - CPAPER
AB  - Course books containing mathematical equations and images when delivered as physical copies, scanned ebooks or PDFs are not screen reader accessible. Current frameworks for classification of learning resources assume ‘equal’ access and ‘uniform’ engagement by students but lack consideration for student preference as well as inclusivity. In this study, using feedback from students and evidence-based design principles, we have developed a screen reader-accessible website to deliver Engineering Mathematics to 2nd year undergraduate students. Student surveys and usage statistics on the website indicated high level of engagement throughout the year with students shown to prefer this delivery method over PDF options. We have further extended the implementation to 1st year Mathematics course and propose a practical four-factor framework of ‘accessibility’ which can influence engagement and access by students. The proposed framework can be used to choose appropriate learning resources and screen reader accessible website can serve as a simple method to facilitate an accessible and inclusive learning environment for students. 
AU  - Vijesh J. Bhute
AU  - Ellen Player
AU  - Deesha Chadha
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Motivation and Evidence for Screen Reader Accessible Website as an Effective and Inclusive Delivery Method for Course Content in Higher Education
UR  - https://peer.asee.org/43941
DO  - 10.18260/1-2--43941
ER  -